Kids, Fun,..... and Science?

The Seven Multiple Intelligences

In 1983, Howard Gardner proposed that the definition of intelligence and its measure in the classroom was too narrow.  He proposed that at least seven basic intelligences exist and that individuals possess all seven intelligences but at differing levels.  Some individuals may possess a superior level in all or most of the intelligences, while others, such as the developmentally disabled, may only have the basics of each of the intelligences.  Most people are between these two extremes, with some intelligences that are more highly developed then others. 

Teaching using the multiple intelligences differs greatly from traditional teaching where a teacher lectures, writes on the blackboard, and asks students about assigned work.  In a multiple intelligence classroom, the teacher creatively incorporates all the intelligences into the lesson by using hands-on  experiences, playing music, group work, experiments, art work, and also traditional lecturing. 

 

  

Click Here to see how we incorporated each intelligence to our class.

The following are the seven intelligences and a description of each.

Linguistic

This is the capacity to use words effectively both orally or in writing.  This intelligence includes the ability to change the meaning, sound, or structure of language.  Teaching activities for linguistic intelligences include lectures, discussions, word games, storytelling, etc.

 

 

Logical-mathematical

This is the ability to use numbers effectively and to reason well.  Individuals with this intelligence tend to form logical relationships, patterns, and propositions (if-then, cause-effect).  Methods for teaching logical-mathematical are brain teasers, science experiments, number games, critical thinking, etc.

 

 

Spatial

This is the ability to perceive the visual-spatial world accurately or to change perceptions visually (e.g. an interior decorator or artist).  This intelligence involves a sensitivity to colors, line, shape, form, and space.  For spatial intelligences, teaching activities include visual presentations, art activities, metaphor, imagination games, etc.

 

 

Bodily-kinesthetic

Individuals who possess this intelligence, use their whole body to express ideas and feelings or use their hands to produce or create things.  This intelligence requires physical skills such as coordination, balance, dexterity, strength, and speed.  Teaching activities for this intelligence are hands-on learning, drama, dance, tactile activities, relaxation exercise, etc.

 

 

Musical

This involves the capacity to perceive, discriminate, create, and express musical forms.  Individuals have a sensitivity to rhythm, pitch, and tone of music.  Musical intelligences can be taught through superlearning, rapping, and songs that teach.

 

 

Interpersonal

This is the ability to perceive the moods, intentions, motivations, and feelings of other people.  This can include the sensitivity to facial expressions, voice, and gestures.  Interpersonal can be taught be group activities, peer tutoring, social gatherings, etc.

 

 

Intrapersonal

The final intelligence is based on self-knowledge and the ability to act adaptively on the basis of that knowledge.  The characteristics of this intelligence include having an accurate picture of one’s self, awareness of inner moods, intentions, motivations, and the ability to self-discipline, self-understanding, and self-esteem.  Intrapersonal intelligence is demonstrated by way of individualized instruction, independent study, self-esteem building, etc.

 

Armstrong, T.  2000.  Multiple Intelligences in the Classroom 2nd Ed. 

Association for Supervision & Curriculum Development, US.